Upload
buinhan
View
217
Download
0
Embed Size (px)
Citation preview
Agenda
Review of the major components of the
Request for Proposal (RFP)
Purpose and Function
Helpful Hints
Timelines and Deadlines
Question and Answer Follow-Up
21st Century Community
Learning Centers Assist students in meeting State and local
academic achievement standards in core
academic subjects, such as reading and
mathematics, by providing students with
opportunities for academic growth and
improvement
21st Century Community
Learning Centers Provide students with a broad array of
enrichment activities—such as drug and
violence prevention, counseling, art,
music, recreation, technology, and
character education programs
Serve the families of participating
students, e.g., through family literacy
programs
Examples of After-School
Programming After-School
Before school
During the summer
Saturdays
Holidays
Authorization for Funding
Title IV, Part B of the Elementary and
Secondary Education Act (ESEA), which
was amended by the No Child Left
Behind Act of 2001 (NCLB)
State administered grant
Maryland State Department of Education
is required to administer, monitor, and
evaluate approved programs
2.3 Project Narrative
2.3.1 Extent of Need
Purpose: To establish the relevance and
scope of the main problem or obstacle
that your proposed program will address
Function: Acts as the entire foundation in the
further development of the project
narrative
2.3 Project Narrative
2.3.1 Extent of Need
Helpful Hints:
Include sufficient data to support the
target population’s need for services
Include needs assessment data from all
stakeholders
2.3 Project Narrative
2.3.2 Goals, Objectives, and Milestones
Purpose: To provide measurable and
realistic outcomes that the target
population will experience by being
enrolled in your proposed program
Function: Creates a framework that will
guide the direction of the Project
Narrative
2.3 Project Narrative
2.3.2 Goals, Objectives, and Milestones
Helpful Hints:
Establish goals, objectives, and
milestones that conform with the format
outlined in the 21st CCLC RFP
Align goals, objectives, and milestones
with the State Education Agency (SEA)
goals
2.3 Project Narrative
2.3.3 Plan of Operation: Research-Based
Strategies and Activities
Purpose: To develop plans, procedures, and
policies that will enable your proposed
program to successfully meet its goals
Function: Establishes the vision of what your
proposed program will look like as well as
all the activities that it will offer
2.3 Project Narrative
2.3.3 Plan of Operation: Research-Based
Strategies and Activities
Helpful Hints:
Address how evidence-based research
aligns with your proposed program’s
implementation
Provide robust Service-Learning and
character education components
2.3 Project Narrative
2.3.4 Evaluation and Dissemination
Purpose: To establish purposeful methods
of self appraisal, performance, and
transparency
Function: Creates a repeated cycle of
assessment that constantly increases the
quality of the proposed program
2.3 Project Narrative
2.3.4 Evaluation and Dissemination
Helpful Hints:
Include the external evaluator’s resume or
provide a position description
Develop a comprehensive dissemination
plan that allows for input from all major
stakeholders
2.3 Project Narrative
2.3.5 Management
Purpose: To identify all the collaborators
that will help sustain each strategy and
service of the proposed program
Function: Provides the names, the roles,
and the responsibilities of those who will
assist in the critical tasks of carrying out
your proposed program
2.3 Project Narrative
2.3.5 Management
Helpful Hints:
Identify major roles and responsibilities
for the Leadership Team, the Steering
Committee, and the partners
Provide a contingency plan for staff
turnover and absences of the Leadership
Team
2.3 Project Narrative
2.3.5.1 Leadership Team:
Identify the proposed program’s leaders
and include resumes or position
descriptions of key personnel
Develop an appropriate internal and
external meeting schedule
Coordinate and align activities with the
Steering Committee and the school day
leadership
2.3 Project Narrative
2.3.5.2 Steering Committee:
Members should be selected based upon
their backgrounds and level of
involvement with the proposed program
Diversify the membership and include a
parent and student on the committee
Establish roles and responsibilities early
and hold members accountable
2.3 Project Narrative
2.3.5.3 Staff Turnover:
Prepare a comprehensive plan that
addresses:
How the proposed program will operate
should one or more members of the
Leadership Team be absent for a day
How the proposed program establishes a
chain of command should one or more
members of the Leadership Team leave their
position
2.3 Project Narrative
2.3.5.4 Coordination with Other Programs:
Identify what other programs are currently
operating in support of your target
population
Clearly establish your alignment in
concert with those programs and identify
how your proposed program will
effectively support your target population
2.3 Project Narrative 2.3.5.5 Management Plan Worksheet:
Provides details of major management
actions, their timeframe, and the person(s)
responsible for carrying out each action
Examples:
Hiring of staff
Ordering materials and supplies
Meeting schedules
MSDE reports
Submitting invoices
2.3 Project Narrative 2.3.5.6 Partners Plan Worksheet:
2 major categories of partners: Schools
and Vendors
Describe how your target population will
directly benefit from the partners that you
have identified
Include how your partners will effectively
support the proposed program in meeting
its goals
2.3 Project Narrative
2.3.6 Sustainability
Purpose: To align a fiscal action plan with
the subsequent decrease in program
funding
Function: Generates a feasible development
strategy that will allow for the successful
continuation of the proposed program
without 21st CCLC funding
2.3 Project Narrative
2.3.6 Sustainability
Helpful Hints:
Discuss how a comparable program will
continue in Year 3 with 85% funding
Include plans for support from partners
and additional funding external of 21st
CCLC
2.4 Budget and Adequacy of
Resources 2.4.1 Budget Narrative
Purpose: To provide a plan that connects
program implementation to a schedule of
reasonable and allowable expenses
Function: Explains how the funding will
sensibly support each of the proposed
program’s goals, objectives, and
milestones
2.4 Budget and Adequacy of
Resources 2.4.1 Budget Narrative
Helpful Hints:
Be as detailed as possible; there is no
page limit for the Budget Narrative
Correlate all items in your budget to your
Project Narrative
Include all in-kind and matching funds
Check your numbers!
2.4 Budget and Adequacy of
Resources 2.4.1 Budget Narrative:
Complete the narrative in paragraph form
Justify any expenses that are not obvious
from the Project Narrative
Include how costs are estimated, for
example, cost per pupil per day
Indirect costs may not exceed 15% of the
total budget
2.4 Budget and Adequacy of
Resources 2.4.1.1 Transition Toward Self-Sufficiency
2.4.1.2 In-Kind Contributions
Budget projections for Year 2 should
demonstrate the beginning of a transition
toward self-sustainability
In-Kind contributions cannot be derived
from other federal or state funds
2.4 Budget and Adequacy of
Resources 2.4.1.1 Transition Toward Self-Sufficiency
2.4.1.2 In-Kind Contributions
Year 21st CCLC
Funding
In-Kind
Contributions
1 100% 5%
2 95% 10%
3 85% 15%
2.4 Budget and Adequacy of
Resources 2.4.2 Itemized Budget:
Funds must be necessary, reasonable,
allowable, and allocable
Grant funds cannot be used to purchase
food, facilities, vehicles or support new
construction
Be detailed in breaking down expenses
Include allowances for professional
development opportunities
2.4 Budget and Adequacy of
Resources 2.4.3 MSDE Grant Budget C-1-25:
If the applicant is a Local Education
Agency (LEA), the district’s Budget
Officer or Chief Financial Officer and the
Superintendent (or designee) must sign
If the applicant is not a LEA, the Chief
Financial Officer and the Chief Executive
Officer (or designee) must sign
2.5 Appendices
Must be included with proposal
Are not included as part of the 20 page
limit of the Project Narrative
Do not include any additional appendices
Do not include any information in the
appendices that should be located in the
Project Narrative
2.5 Appendices
2.5.1 Works Cited
Provide a list of references that have be
mentioned in the Project Narrative
Use the American Psychosocial
Association (APA) format
2.5 Appendices 2.5.2 Letters of Commitment
Required from each major educational
stakeholder
Required from the LEA:
If an applicant receives a qualifying score
Must be submitted 15 days after notification
of the interview
A letter of support from the principal of the
partnering schools must be submitted
2.5 Appendices 2.5.2 Letters of Commitment (cont’d)
Letters must contain:
Support for the proposed program’s goals
The participant’s expected gains
The participant’s expertise, resources, and
financial contributions
Details about the partner’s role,
responsibilities, and capabilities
A statement to continue the partnership
beyond the grant period
2.5 Appendices 2.5.3 Resumes/Job Descriptions of Key
Personnel
Resumes should only include information
relevant to the proposed program
2.5.4 Compliance with Federal, State, and
Local Health and Safety Standards
Proposed programs operating completely
within a school should provide school’s
name and address
2.5 Appendices 2.5.5 Consultation with Private School
Officials During Design and Development
Provide a chart that summarizes your
contact with non-public school officials
Date of Contact Method of
Contact
Who was
Contacted
Person Making
Contact Conclusion
March 1, 2014 Phone call Mr. J. Smith,
principal
Ruth Jones Met with
principal et. al.
March 9, 2014
March 1, 2014 Phone call Ms. K. Tate,
principal
Ruth Jones Principal did not
want to
participate
2.5 Appendices 2.5.6 Signed Assurances
Dictates 24 different requirements and
policies that must be adhered to by the
grantee
Must be signed and dated by the
Superintendent of the school system or
the head of the grantee agency
2.5 Appendices 2.5.6.1 Reports
Start-Up
Interim Progress
Annual Financial
Annual Evaluation/Final Evaluation
PPICS
Continuation/Final Progress
Additional data, as needed
2.5 Appendices 2.5.6.2 Meetings
Site Visits
Bi-monthly Networking Meetings
Annual Retreat
National Annual Meeting
Trainings—one national and two regional
2.5 Appendices 2.5.6.3 Suspension and Termination of
Funding
If the grantee fails to fulfill its obligations under the grant
agreement properly and on time, or otherwise violates any
provision of the grant, MSDE may suspend or terminate the
grant by written notice to the grantee. The notice shall
specify those acts or omissions relied upon as cause for
suspension or termination. This includes but is not limited
to the inability to maintain projected enrollment.
2.5 Appendices 2.5.6.4 Continuation of Funding
To be considered for continued funding,
grantees must submit an Application for
Continuation of Funds
Additionally grantees must:
Adhere to all 21st CCLC requirements
Adhere only to the approved program
Demonstrate satisfactory performance
Provide an Annual Financial Report
Timelines and Deadlines
Project Task Date
Deadline for Submission June 4, 2014
In Person Interviews June – July 2014
Award Notification August 2014
Program Launch Date
September – October 2014
(Summer 2015 for
summer-only programs)
Orientation for New Grantees September 2014
Questions and Answers
Q: Can a school with 34% FARMS status be
considered for the grant?
A: All applications must target students and
families of students of students who
attend Title I school-wide programs or
schools that serve a high percentage (at
least 40%) of students from low-income
families.
Questions and Answers
Q: Since a 5% In-Kind contribution is
requested during the first year of funding
and 10% In-Kind contribution is requested
during the second year of funding, does
that mean that programs must submit a
budget reflecting 105% for years 1 and 2
of the grant?
Questions and Answers
A:Yes. Even though in year 1 the program is
funded 100%, grantees are still expected
to make an in-kind contribution. In-kind
contributions are the beginning steps
toward sustainability of the program.
Questions and Answers
Q: What student growth measures do you
recommend using during the goal writing
process since PARCC assessments will
be administered in place of MSA next
year?
Questions and Answers
A: MSA assessments may be used to
provide baseline data. As PARCC
assessments are formally put into place
over the next year, you will be allowed an
opportunity to update your strategic plans
in the attempt to meet your proposed
program’s goal(s).
Questions and Answers
Q: Is Exhibit 10 part of the Appendices?
A: Present the Goals, Objectives, and
Milestones in the Alignment Worksheet
(Exhibit 10). The Alignment Worksheet is
to be included as part of the 20 page
Project Narrative.
Questions and Answers
Q: Is the “Table of Contents” noted on page
seven of the RFP included as part of the
20 page limit?
A: No, the “Table of Contents” is not
included as part of the narrative. Please
include a “Table of Contents” with your
proposal.
Questions and Answers
Q: Do exhibits require a one-inch page
margin?
A: All pages of the Project Narrative must
use one-inch margins and be numbered
according to the prescribed numbering
convention. Charts, worksheets, and
tables may use single spacing and a type
size of 10-point font.
Questions and Answers
Q: Is the sustainability section noted on
page six supposed to be included in the
20 page proposal limit?
A: Yes, the sustainability section is part of
the Project Narrative and is included in
the 20 page limit.